‘Howling at the scrabble-board’: Exploring classroom literature from an autistic viewpoint

Lawrence, C., Collyer, E. and Poulson, M. (2020) ‘Howling at the scrabble-board’: Exploring classroom literature from an autistic viewpoint. English in Education. ISSN 1754-8845

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Abstract

There has, to date, been little discussion of how autism may affect the experience of the reading of fiction for pupils in the classroom, other than through a deficit model. One of the researchers in this study (‘Celia’) is training to be a secondary school English teacher and identifies as autistic. Her experience provides an enriched understanding of the subject and enables the study to be undertaken in line with best practice for autism research. Her experiences are explored within the concepts of Theory of Mind, empathic regulation, language awareness and local rather than global processing bias. Impact on managing authentic engagement with texts for all pupils is discussed, together with specific questions for teachers regarding appropriate support for – and celebration of – autistic pupils’ reactions to fiction.

Item Type: Article
Keywords: autism, literature, empathy, authentic engagement
Divisions: School of Teacher Development
Depositing User: Dr Clare Lawrence
Date Deposited: 17 Jul 2020 11:14
Last Modified: 10 Aug 2020 08:26
URI: http://bgro.repository.guildhe.ac.uk/id/eprint/755

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